Science Education Research and Practice in Europe: by Doris Jorde, Justin Dillon (auth.), Doris Jorde, Justin

By Doris Jorde, Justin Dillon (auth.), Doris Jorde, Justin Dillon (eds.)

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TRANSCENDING SCIENCE: SCIENTIFIC LITERACY AND BILDUNG FOR THE 21ST CENTURY OVERVIEW This chapter starts with an overview of the formation of scientific literacy historically and its relation to the concept of Bildung. A critical background is given of the main arguments and definitions of scientific literacy over the years. The review covers three main themes that have emerged more recently in Europe and internationally in discussions of a scientific literacy that transcends the learning merely of scientific concepts and scientific inquiry methods.

INTRODUCTION Reviewing the literature on scientific literacy for the European community is an insurmountable task, considering that more than 25 national languages are spoken and that most texts on education are published in these tongues. As Swedish authors we have only access to a limited part of these publications and our nation traditionally is mainly part of the Scandinavian, German and English-speaking contexts of education with France also playing some role. This delimitation should be held in mind when reading this chapter.

1997). Das Modell der didaktischen Rekonstruktion – Ein Rahmen für naturwissenschaftsdidaktische Forschung und Entwicklung [The model of educational reconstruction – a framework for science education research and development]. Zeitschrift für Didaktik der Naturwissenschaften, 3(3), 3–18. 34 THE MODEL OF EDUCATIONAL RECONSTRUCTION Klafki, W. (1969). Didaktische Analyse als Kern der Unterrichtsvorbereitung [Educational analysis as the kernel of planning instruction]. In H. Roth & A. , Auswahl, Didaktische Analyse (10th edition).

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